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2 Mary Jones My name is Mary Jones. I completed my field experience at Parkside Elementary School. I am observed a third and fourth grade self-contained class. This class was made up of a 10:1 student teacher ratio. There were three girls (African American) and seven boys (African American). Their disabilities range from autism to mild intellectual disabled. There were also two students who are served for autism. Ms. Paramore, my supervising teacher showed many direct interactions with students. She also showed higher order thinking beyond their ability level, to challenge them. She provided stimulating educational programs; such as lexia and dreambox with the use of i-pads. This in itself required high expectations not only academically but behavior wise as well. Ms. Paramore provided emotional development and self-efficacy with consistent praise towards the students. All the students are currently below grade level in Reading and Language Arts. Ms. Paramore set high expectations to increase motivation in students who may find their work to be below grade level. She does this by pushing them to read above grade level. The students in this classroom are currently reading on a 1st grade level (1.0 book level) but she pushes them to read on a higher level. She gives them books between 1.5-2.0 reading level this gives these students a positive attitude toward learning to have read a book above grade level; even if it’s not that big of a margin. This also broadens their knowledge and interpretation of concepts. There are multiple exceptionalities in this classroom. Those issues are also addressed through differentiating. This is where the she modifies assignments and activates to meet the student ability level. This includes but not limited to all assessments on the state and local level. Ms. Paramore used modified grading and used the platform grading on-line. She modified students test by limiting their answer choices. For example, marking out two of the four answer choices so students would have to choose from A and B verses A,B,C,and D. She also uses platform grading on-line which are the assessment the students take on dreambox and Lexia. Ms. Paramore used this data to focus on standards that students have not yet mastered to improve their skills, and to better prepare students for the GA Milestones Test. She also used a program called Khan Academy, where she goes and create an assessment based on taught material, to see if they have mastered the skill. This also prepare the students for GA Milestones which are also taken on student computers. Students are placed in flexible grouping and the rules are clear and concise. She uses flexible grouping to access their individual needs. One of her grouping methods was High-Low, this is a group that consist of one high functioning and one low functioning student in a skill or area of study. This is considered peer tutoring; this method is effective because many studen.
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Running head: CASE STUDY FOUR 1 CASE STUDY FOUR 3 Placement Option for a Special Needs Student MaDora Law Mary Urich SPE - 330 January 27, 2016 Placement Option for a Special Needs Student Special education and such related programs are designed for those students who are physical, mentally, emotionally or socially delayed (Jain, 2011). In the Individuals and Disabilities Act (IDEA), these programs are defined as designed instructions cost-free for the parents meant to meet the unique needs of children living with a disability. The following discussion focuses on the three placement options and how the suitability to Jacob`s case. Jacob is a 5th-grade student with ADHD, emotional and behavioral disorder. Inclusion Class In the inclusion class, also known as the mainstream placement, the student is placed in a regular education class among his or her peers (Jain, 2011). However, along with the regular teacher, a special –education teacher is included in the classroom as an external observer. The duties of the special needs teacher are to develop and adjust the curriculum to the child`s abilities. The special needs teacher is a professionally trained to observe and learn the nature of the child`s needs. Hence, the teacher can best decide how the curriculum can be designed to suit the child`s need. In inclusion classes, the benefit is that the child is not in isolation but gets to be with the other students in the mainstream of the school life. Since, the child is in the same class with the higher-achieving peers, the system may not provide the most intensive help the child requires. In Jacob`s case, due to his condition, he is not in good relation with his peers but seems interactive with younger kids and adults. Inclusion classes that would require Jacob to be with his peers would, therefore not work well for him. Resource Room A resource room is another placement method for students with special problems. In this kind of system, students who are identified as having problems in a particular subject may be moved to the Resource Room (Jain, 2011). In this room, there is a special needs teacher who works along with a group of special needs groups. The teacher therefore uses techniques that work most effectively for a special-needs population. Resource rooms are beneficial in that they help provide assistance only where the need arises as well as letting the student remain within the mainstream. The resource room, however, lack the routine and structure of a self-contained classroom. Resource rooms are therefore more like the special tuition areas where the student gets help on the subject that is pulling them back. The aim of this placement method is to help the student achieve the same level of understanding as their grade-level work demands. The special needs teacher has to observe keenly and identify accurately the factor preventing the student from catching up. The resource room placement method would not work effectively ...
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ELA Mini-Unit Template Part 1: Student Goal Part 2: Mini Unit Day 1 Day 2 Day 3 A. Lesson Title, Objectives, and Brief Summary B. National/State Learning Standards C. Vocabulary and Academic Language D. Materials and Resources E. Instructional Strategy/Strategies F. Summary of Instruction and Activities for the Lesson G. Lesson Differentiation for Stephanie Using AAC H. Pre- and Post- Assessments I. Assessment Accommodation for Stephanie Using AAC Part 3: Rationale References © 2019 Grand Canyon University. All Rights Reserved. Benchmark - Language Disabilities and Assistive Technology Unit Plan Understanding the development and individual differences of students with disabilities allows special education teachers to respond appropriately during instruction, utilizing supportive instructional strategies and technologies to meet student needs. Using assistive technologies, such as alternative and augmentative communication systems, to support instructional assessment, planning, and delivery, is essential to the language development and communication of students with disabilities. Read the case study below to inform the assignment. Case Study: Stephanie Grade: 5th Age: 10 Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10‐years‐old and spends a great portion of her day in self‐contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class. Stephanie’s oral expression skills are in the below average range. She struggles with oral expression speech, expressive language, and meanings of words. Her speech is limited and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 275‐400. Her favorite ...
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ELA Mini-Unit Template Part 1: Student Goal Part 2: Mini Unit Day 1 Day 2 Day 3 A. Lesson Title, Objectives, and Brief Summary B. National/State Learning Standards C. Vocabulary and Academic Language D. Materials and Resources E. Instructional Strategy/Strategies F. Summary of Instruction and Activities for the Lesson G. Lesson Differentiation for Stephanie Using AAC H. Pre- and Post- Assessments I. Assessment Accommodation for Stephanie Using AAC Part 3: Rationale References © 2019 Grand Canyon University. All Rights Reserved. Benchmark - Language Disabilities and Assistive Technology Unit Plan Understanding the development and individual differences of students with disabilities allows special education teachers to respond appropriately during instruction, utilizing supportive instructional strategies and technologies to meet student needs. Using assistive technologies, such as alternative and augmentative communication systems, to support instructional assessment, planning, and delivery, is essential to the language development and communication of students with disabilities. Read the case study below to inform the assignment. Case Study: Stephanie Grade: 5th Age: 10 Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10‐years‐old and spends a great portion of her day in self‐contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class. Stephanie’s oral expression skills are in the below average range. She struggles with oral expression speech, expressive language, and meanings of words. Her speech is limited and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 275‐400. Her favorite.
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會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽會考英聽
SETTS
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SETTS By: Keri
Willis EDPC 610 ~ Foundations II Dr. McPherson December 2008
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